Silent Classrooms: The Death of Curiosity?

When the professor asks, “Any questions?”, the loudest response is silence. Why do students still hesitate to ask questions today when communication-oriented learning is emphasized? Did this silence begin with individual passivity, or was it the result of a passive educational environment? The Sungkyun Times (SKT) aims to answer these questions by examining the current landscape of college classrooms, including those at Sungkyunkwan University (SKKU).

The Roots of Silence

- Taught to Stay Silent

Since elementary school, Korean students listen passively to teachers’ explanations rather than freely expressing their thoughts. Shin Jung-woo, Dean of the College of Health at Shinhan University, says in a column that this teaching method limits students’ opportunities to develop creativity and critical thinking over time. As students enter secondary school, their top priority becomes attending a prestigious university. As a result, test-oriented learning is normalized, and students are trained to seek the one correct answer rather than think independently. One of the reasons for this environment is that Korea emphasizes educational background as a key element of future success. In particular, the College Scholastic Ability Test, a standardized test for most third-year high school students, plays a crucial role in university admissions. Because of this, some suggest that students spend 12 years studying solely for this test. In an interview with the SKT, a junior from the Department of Sociology said, “Back in middle and high school, I was so used to just memorizing the right answer that speaking up or asking questions when I was unsure always made me nervous.” As a result, students often miss the initial opportunity to develop critical thinking skills and struggle to share their ideas.

-From School Silence to Campus Quiet

Another concern is that this passive attitude toward learning becomes deeply ingrained over time. As this mindset becomes internalized, students tend to grow increasingly reluctant to ask questions as they progress through the education system. According to a paper published by Lee Yoon-kyung from Kyungpook National University’s Science Education Research Institute, students tend to ask fewer questions as they move into higher grades, due to the increasing dominance of exam-oriented instruction. By the time students reach college, this habit of staying silent has often become second nature. In a survey reported by Chosun Ilbo in November 2015, the most frequently cited reason for staying silent during class among college students was, “I struggle to turn my curiosity into an actual question.” This suggests that students often arrive at university without ever having truly learned how to ask questions. A freshman from the Department of Confucian and Oriental Studies shared in an interview with the SKT, “Since I rarely asked questions during my school years, I now hesitate to speak up, not knowing where to begin or how to ask.” Ultimately, the silence found in college classrooms does not originate in higher education itself but is the culmination of years of schooling that have quietly conditioned students to withhold their voices.

Respected Silence in College Classrooms

-When Silence Feels Normal

In many Korean universities, students passively absorb lectures and review independently, rarely engaging in real-time discussion. In January 2014, the EBS Documentary Prime Why Do We Go to College? featured an episode where the production team asked one student to attend a university lecture and pose five questions. After the class, when the team interviewed the other students in the room, some responded, “It felt out of place,” and others remarked, “I thought someone made him do it.” This illustrates how deeply silence has become normalized, to the point where speaking up feels like a disruption. One freshman from the Social Sciences Division shared in an interview with the SKT, “Even when a question comes to mind, I hold it back because in most classes no one ever asks questions, and speaking up feels intimidating.” In this way, students may struggle to express themselves or participate in collaborative activities. According to a study conducted by the Korean Academic Society of Nursing Education in August 2015, students who ask or answer fewer questions tend to have weaker critical thinking and problem-solving skills. This can make it difficult for students to communicate and collaborate in their future careers. In essence, silence in university life often stems from students’ educational backgrounds and has a significant impact on their future.

-Different Classrooms, Different Voices

Students’ experiences abroad show that silence in classrooms is not universal, although it is often taken for granted in Korea. In Western universities, questioning is actively encouraged as part of the learning process. According to an Onrec article from January 2024, this culture is founded on an educational philosophy that emphasizes holistic development, individuality, and critical thinking. In such an environment, class participation is considered essential for intellectual growth, and students actively engage in discussions with professors and peers. In an interview with the SKT, a Korean student currently studying at an American university said, “At first, I had a hard time adjusting because I was not used to speaking up in class, but over time, I began to appreciate the open and interactive environment where everyone’s voice is welcome.” This open culture of inquiry stands in stark contrast to Korean norms, where silence is often seen as a sign of submission. A junior from the School of Global Leader, who previously spent a semester in Canada, reflected, “In Korea, I hesitated to ask questions out of fear of judgment, but the supportive atmosphere in Canada gradually helped me gain the confidence to speak up.” These contrasting experiences point to more profound structural differences between the two education systems.

Classrooms Where Questions Are Raised

-Breaking the Quiet at SKKU

SKKU has been working to foster a classroom culture where questioning is the norm. One of these efforts is the liberal arts course Speech and Debate. In this course, students learn how to give more effective presentations and engage in peer-led debates. This improves their communication skills and helps them grow more comfortable with both asking and answering questions. A sophomore in the Department of Sociology that took this class said in an interview with the SKT, “At first, dealing with questions felt burdensome, but as I encountered them more often, I became more confident to ask and answer them.” Next, the Classic Book Club course offers an opportunity for students to apply what they have learned in Speech and Debate. After reading a classic book, students participate in group discussions, encouraging deeper engagement. These classes offer students an opportunity to share their opinions in a safe and supportive space. Speech and Debate teaches students essential communication skills, and Classic Book Club helps students practice and internalize these abilities. These courses help students perceive questioning as a natural and integral part of learning, rather than a risk factor.

-Where Questions Begin to Bloom

Creating a classroom culture where questions naturally arise requires more than just a well-designed class; it also depends on a supportive environment. Equally important is a shift in the instructor’s mindset and approach. To encourage authentic inquiry, lecturers must go beyond simply posing questions themselves. They must create an environment where students feel encouraged and expected to participate. According to a paper published by Professor Yang Eun-bae of the Department of Medical Education at Yonsei University College of Medicine, education is not simply about transmitting knowledge, but about promoting meaningful learning through interaction. Universities have begun offering faculty programs on how to create interactive, question friendly classrooms. For example, in April 2024, Ajou University’s Center for Teaching and Learning held a faculty workshop titled “Classes with Living Questions: Attractive Question-Based Lessons That Encourage Student Participation.” This effort should be expanded to more institutions, as it directly helps create classrooms where students feel more willing to speak up. It can help lay the foundations for a campus culture where asking questions is natural.

“The answer is always in the question.” Questions should not be seen as a sign of ignorance, but as the first steps towards growth. However, many students remain silent during class. For authentic learning to occur, the classroom atmosphere must first foster openness and trust. To all the Kingos reading this now: do not be afraid to ask questions. Change begins the moment a hand is raised.